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Teacher pay in a competitive market: A hedonic wage estimate for charter schools in New Orleans 竞争市场中的教师工资：新奥尔良特许学校的享乐工资估计
IF 1.8 3区 经济学
Economics of Education Review Pub Date : 2025-12-01 Epub Date: 2025-11-05 DOI: 10.1016/j.econedurev.2025.102732
Jane Arnold Lincove , Katharine O. Strunk , Nathan Barrett
{"title":"Teacher pay in a competitive market: A hedonic wage estimate for charter schools in New Orleans","authors":"Jane Arnold Lincove ,&nbsp;Katharine O. Strunk ,&nbsp;Nathan Barrett","doi":"10.1016/j.econedurev.2025.102732","DOIUrl":"10.1016/j.econedurev.2025.102732","url":null,"abstract":"<div><div>We investigate how large-scale expansion of charter schools and deregulation of teacher employment in New Orleans influenced teacher compensation. Decentralized and deregulated teacher hiring by independent charter managers is hypothesized to improve efficiency by aligning teacher incentives with goals for school improvement. In practice, charter schools might lack motivation, resources, or budget flexibility to substantially differentiate pay. The New Orleans Public School System (NOPS) is the only US school district in which the charter sector dominates teacher employment. Using data from a period when the share of teachers employed by charters increased from 70 to nearly 100 percent, we estimate hedonic wage models based on teacher attributes, training and experience, teaching assignments, and individual performance measures. We find mixed evidence regarding the efficiency of charter compensation relative to typical district contracts. At hiring, charters value masters degrees, specialized training, and pre-service work experience but not formal teaching certificates. Starting pay varies with external labor market conditions, and returns to experience are non-linear, with higher gains in early years of employment. Salary gains for teaching challenging courses, improving student proficiency, and test score growth are significant but small, and the use of supplemental pay and performance bonuses is not widespread.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"109 ","pages":"Article 102732"},"PeriodicalIF":1.8,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145473876","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Older sisters and younger siblings: How is school performance affected by sibling gender? 姐姐和弟弟妹妹：兄弟姐妹性别对学校表现有何影响？
IF 1.8 3区 经济学
Economics of Education Review Pub Date : 2025-12-01 Epub Date: 2025-09-10 DOI: 10.1016/j.econedurev.2025.102709
Sara Cools
{"title":"Older sisters and younger siblings: How is school performance affected by sibling gender?","authors":"Sara Cools","doi":"10.1016/j.econedurev.2025.102709","DOIUrl":"10.1016/j.econedurev.2025.102709","url":null,"abstract":"<div><div>I investigate how having an older sister rather than brother matters for the school performance of younger siblings, using administrative register data for Norwegian school children. Having an older sister improves second borns’ grade point average at the end of compulsory education by 2.6 percent of a standard deviation. The older sister advantage is roughly equal in size for second born boys and girls, and across subjects. Further analyses indicate that mode of evaluation matters, while the size of the subject-specific gender gap does not. Investigations into mechanisms suggest transmission of social and/or language skills from older to younger siblings.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"109 ","pages":"Article 102709"},"PeriodicalIF":1.8,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145027297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
College access spillover on high school performance: Evidence from college openings 大学入学对高中表现的溢出效应：来自大学开设的证据
IF 1.8 3区 经济学
Economics of Education Review Pub Date : 2025-12-01 Epub Date: 2025-10-08 DOI: 10.1016/j.econedurev.2025.102730
Tales Rands, Bruno Barsanetti
{"title":"College access spillover on high school performance: Evidence from college openings","authors":"Tales Rands,&nbsp;Bruno Barsanetti","doi":"10.1016/j.econedurev.2025.102730","DOIUrl":"10.1016/j.econedurev.2025.102730","url":null,"abstract":"<div><div>We investigate the effects of an expansion of a tuition-free technical college on local high-school academic performance. Using a difference-in-differences strategy, we exploit the staggered opening of new technical colleges in the state of São Paulo, Brazil, which we compare with student grades on a no-stakes test taken in the last year of high school. We document that the opening of one such college has a positive effect of 0.106 of a standard deviation on the performance in the exam. Our findings are consistent with the hypothesis that local access to tuition-free colleges increases high-school students’ incentives to learn.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"109 ","pages":"Article 102730"},"PeriodicalIF":1.8,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145267262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Streaks to success: The effects of highlighting streaks on student effort and learning 成功的特质：突出特质对学生努力和学习的影响
IF 1.8 3区 经济学
Economics of Education Review Pub Date : 2025-12-01 Epub Date: 2025-10-11 DOI: 10.1016/j.econedurev.2025.102721
Raphaëlle Aulagnon , Julian Cristia , Santiago Cueto , Ofer Malamud
{"title":"Streaks to success: The effects of highlighting streaks on student effort and learning","authors":"Raphaëlle Aulagnon ,&nbsp;Julian Cristia ,&nbsp;Santiago Cueto ,&nbsp;Ofer Malamud","doi":"10.1016/j.econedurev.2025.102721","DOIUrl":"10.1016/j.econedurev.2025.102721","url":null,"abstract":"<div><div>We examine whether highlighting streaks—instances of repeated and consecutive behavior when completing learning tasks—encourages 4th to 6th grade students in Peru to increase their use of an online math platform and improve learning. 60,000 students were randomly assigned to receive messages that (i) highlighted streaks, (ii) provided personalized reminders with positive reinforcement, (iii) provided generic reminders, or (iv) to a control group. Highlighting streaks and providing personalized reminders significantly increased platform use compared to generic reminders and the control group, with streaks more effective on the intensive margin and personalized reminders more effective on the extensive margin. Highlighting streaks also significantly improved math achievement compared to the control group among the 1,500 students who took an endline test, although differences with other treatment arms were not significant.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"109 ","pages":"Article 102721"},"PeriodicalIF":1.8,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145333212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Background wage premia, beyond education: Firm sorting and unobserved abilities of graduates 学历之外的背景工资溢价：毕业生的严格分类和未被观察到的能力
IF 1.8 3区 经济学
Economics of Education Review Pub Date : 2025-12-01 Epub Date: 2025-10-22 DOI: 10.1016/j.econedurev.2025.102733
Luca Bonacini , Fabrizio Patriarca , Edoardo Santoni
{"title":"Background wage premia, beyond education: Firm sorting and unobserved abilities of graduates","authors":"Luca Bonacini ,&nbsp;Fabrizio Patriarca ,&nbsp;Edoardo Santoni","doi":"10.1016/j.econedurev.2025.102733","DOIUrl":"10.1016/j.econedurev.2025.102733","url":null,"abstract":"<div><div>In this paper, we exploit the properties of a two-way fixed effects wage decomposition <em>‘a la</em> AKM to disentangle the influence of parental background, beyond education, between individual level components and sorting across firms with different pay policies. We match Italian employer–employee administrative data with university records from a large public institution. Our findings indicate that approximately two-thirds of the background-related wage premium operates through firm assignment, while the remaining third reflects variation in individual returns. The sorting channel becomes increasingly relevant as workers progress in their careers. Moreover, the background channel weakens worker–firm positive assortative matching and plays a compensatory role: it is stronger both on firm allocation among low-wage workers and on individual fixed effects within low-paying firms.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"109 ","pages":"Article 102733"},"PeriodicalIF":1.8,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145362666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Passport to progress: The effects of birthright citizenship on siblings’ education 进步的通行证：出生公民权对兄弟姐妹教育的影响
IF 1.8 3区 经济学
Economics of Education Review Pub Date : 2025-12-01 Epub Date: 2025-10-08 DOI: 10.1016/j.econedurev.2025.102722
Elena Ziege
{"title":"Passport to progress: The effects of birthright citizenship on siblings’ education","authors":"Elena Ziege","doi":"10.1016/j.econedurev.2025.102722","DOIUrl":"10.1016/j.econedurev.2025.102722","url":null,"abstract":"<div><div>This paper analyzes family spillovers of birthright citizenship in Germany. By using difference-in-differences and event study methodologies on large-scale survey datasets, I examine the direct impact of citizenship on immigrant children and its spillover effects on the educational achievements of their older siblings who were born before the reform. The findings reveal educational benefits for immigrant children, and positive spillover effects on their older siblings’ academic achievements. Children are 13 percentage points more likely, and their older siblings are 6 percentage points more likely, to complete secondary school with the highest degree. The spillovers can be attributed to a considerable increase in parental investments in the siblings’ education and increased naturalization of parents and older siblings. Consequently, this study suggests that previous evaluations of citizenship have underestimated its benefits.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"109 ","pages":"Article 102722"},"PeriodicalIF":1.8,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145267261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Four-day school weeks and teacher mobility: Evidence from Missouri and Oklahoma 为期四天的学校周和教师流动性：来自密苏里州和俄克拉荷马州的证据
IF 1.8 3区 经济学
Economics of Education Review Pub Date : 2025-12-01 Epub Date: 2025-09-13 DOI: 10.1016/j.econedurev.2025.102708
Paul N. Thompson
{"title":"Four-day school weeks and teacher mobility: Evidence from Missouri and Oklahoma","authors":"Paul N. Thompson","doi":"10.1016/j.econedurev.2025.102708","DOIUrl":"10.1016/j.econedurev.2025.102708","url":null,"abstract":"<div><div>Four-day school week schedules are being adopted with increasing frequency, to promote teacher retention and recruitment in the face of growing teacher shortages. This study examines the effects of four-day school week adoption on teacher turnover. Using teacher employment records in Missouri and Oklahoma from 2009–2019 and a difference-in-differences empirical design, I find that, overall, four-day school week adoption has an insignificant effect on teacher retention and increased four-day school week prevalence in the local teacher labor market leads to increased teacher turnover. These overall effects, however, mask important effects on several key components of turnover, including small retention effects amongst teachers that would have left for another four-day school week district. The increase in overall turnover stemming from growth in four-day school week prevalence in the local area is driven in part by four-day school week districts recruiting teachers out of geographically close five-day school week districts. However, as the local teacher labor market becomes more saturated with four-day school week districts, some teachers are more likely to exit the teaching profession entirely. Beneficial teacher recruitment and retention effects are most prevalent in rural schools, in states where the four-day school week is motivated by teacher recruitment and retention efforts, and amongst teachers that are women, white, Bachelor’s degree holders, and young to mid-career teachers. Effects on teaching exit due to increased four-day school week prevalence in the local teacher labor market are seen for most subgroups, but most pronounced for non-white teachers and advanced degree holders. These heterogeneous effects help reconcile the mixed results observed in four-day school week teacher retention and recruitment effects across different states examined in the existing four-day school week literature.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"109 ","pages":"Article 102708"},"PeriodicalIF":1.8,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049796","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Classroom versus workbench: The impact of firm-based learning on labour market and educational outcomes 课堂与工作平台：基于公司的学习对劳动力市场和教育成果的影响
IF 1.8 3区 经济学
Economics of Education Review Pub Date : 2025-12-01 Epub Date: 2025-09-25 DOI: 10.1016/j.econedurev.2025.102719
Samuel Lüthi
{"title":"Classroom versus workbench: The impact of firm-based learning on labour market and educational outcomes","authors":"Samuel Lüthi","doi":"10.1016/j.econedurev.2025.102719","DOIUrl":"10.1016/j.econedurev.2025.102719","url":null,"abstract":"<div><div>This study examines the effects of firm-based (or dual) vocational education and training (VET) on labour market and educational outcomes. Using Swiss administrative data, I compare graduates of dual and school-based VET, all of whom have studied the same curriculum and received the same diploma. In addition to municipality fixed effects models, I use distance to the nearest full-time VET school as an instrumental variable to identify the causal effect. The results show that dual VET is far more effective for securing first employment, especially for men and for occupations with loose labour market conditions. For causal channels, dual VET not only provides the possibility of remaining in the training firm upon graduation but is also more effective among those who do not remain. However, as school-based VET graduates are more likely to progress to higher education, the overall results show that each form of VET has a comparative advantage.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"109 ","pages":"Article 102719"},"PeriodicalIF":1.8,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145158090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Trends in international assessments and outcomes in adulthood 国际评估的趋势和成年期的结果
IF 1.8 3区 经济学
Economics of Education Review Pub Date : 2025-12-01 Epub Date: 2025-09-24 DOI: 10.1016/j.econedurev.2025.102720
Samuel Stemper
{"title":"Trends in international assessments and outcomes in adulthood","authors":"Samuel Stemper","doi":"10.1016/j.econedurev.2025.102720","DOIUrl":"10.1016/j.econedurev.2025.102720","url":null,"abstract":"<div><div>International assessments such as PISA and TIMSS are widely used to compare the academic proficiency of adolescents across countries and over time. Are scores on these assessments associated with outcomes in adulthood? Combining data from mathematics scores in PISA, TIMSS, and PIAAC, and adulthood outcomes from 18 representative global surveys, I compare the relative associations of PISA and TIMSS scores with later outcomes among cohorts that took both tests during adolescence. Results suggest that cohorts with higher test scores perform better on assessments of adulthood skills, obtain higher levels of education, and have higher incomes as adults. I find suggestive evidence that PISA scores exhibit a relatively stronger relationship with education and income in adulthood compared to TIMSS scores.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"109 ","pages":"Article 102720"},"PeriodicalIF":1.8,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145118853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Affirmative action, Education and Labor market outcomes in Vietnam 越南的平权行动、教育和劳动力市场结果
IF 1.8 3区 经济学
Economics of Education Review Pub Date : 2025-12-01 Epub Date: 2025-09-29 DOI: 10.1016/j.econedurev.2025.102725
The Linh Bao Nguyen
{"title":"Affirmative action, Education and Labor market outcomes in Vietnam","authors":"The Linh Bao Nguyen","doi":"10.1016/j.econedurev.2025.102725","DOIUrl":"10.1016/j.econedurev.2025.102725","url":null,"abstract":"<div><div>This paper evaluates the impact of a nationwide affirmative action policy in Vietnam that exempts ethnic minority students from a high-stakes entrance exam. Using a difference-in-differences design, I find that the policy increases high school enrollment among ethnic minorities and improves their subsequent labor market outcomes. While the policy benefits ethnic minorities overall, the effects are unevenly distributed by gender and wealth. These findings highlight the need for targeted interventions alongside affirmative action to achieve equitable outcomes.</div></div>","PeriodicalId":48261,"journal":{"name":"Economics of Education Review","volume":"109 ","pages":"Article 102725"},"PeriodicalIF":1.8,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145227062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"经济学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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